Cooking, Eating and Drinking Resource Guide

Non-Government Centre Support for Non-School Organisations
Independent Living Centre WA
Cooking, Eating and Drinking
Resource Guide
Cooking, Eating and Drinking Resource Guide - December 2010
Page 1
Page2 Cooking, Eating and Drinking Resource Guide - December 2010
December 2010
Cooking, Eating and Drinking
Resource Guide
INTRODUCTION
SECTION ONE
The Benefits of Including Students in Cooking Tasks..........................7
Safety in the Kitchen............................................................................7
Principles of Energy Conservation.......................................................8
Principles of Work Simplification..........................................................8
Positioning............................................................................................9
SECTION TWO
Activity/Task Guide............................................................... 11
Eating.................................................................................................11
Cutting up food..................................................................................11
Placing Food onto a Spoon or Fork...................................................12
Using Cutlery Handle Orthoses to assist with eating.........................14
Using modified bowls and plates to assist with eating......................14
Other feeding equipment...................................................................15
Drinking..............................................................................................16
Cups and Mugs..................................................................................16
Drinking Straws..................................................................................17
Backpack Style Drinking Systems.....................................................17
Opening Cans, Jars and Containers..................................................18
Can Openers......................................................................................18
Jar Openers........................................................................................20
Cooking, Eating and Drinking Resource Guide - December 2010
Page 3
SECTION TWO
Activity/Task Guide cont
Slicing and Cutting Food....................................................................21
Peeling, Grating and other preparation tasks....................................23
Equipment to help stabilise food and items.......................................24
Pouring a Drink...................................................................................25
Various Items to Help With Cooking and Baking..............................25
APPENDIX A
Cooking, eating and drinking equipment kit
available at the independent living centre wa for hire........................28
APPENDIX B
Quick Reference Guide and Glossary................................................31
APPENDIX C
Recipe Examples................................................................................33
APPENDIX D
Useful resources.................................................................................38
Page4 Cooking, Eating and Drinking Resource Guide - December 2010
Introduction
This guide has been developed to support teachers, teacher assistants, therapists
and parents in selecting appropriate assistive technology to maximise a student’s
performance in the areas of cooking, eating and drinking.
Designed as an easy to use task-based reference, it contains helpful information about
a wide range of equipment and how it may be used to make the preparation and
enjoyment of food easier and safer.
Additional information on the key principles of energy conservation, work simplification
and positioning are also included.
To complement this guide, an equipment kit has been developed and is available for
hire through the Independent Living Centre WA. This provides the opportunity for those
involved in the cooking process to trial a range of options and determine which may be
most helpful. A list of the contents of this kit can be found at Appendix A.
Bon Appetit!
This project was made possible by generous funding through the
Non-Government Centre Support for Non-School Organisations.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 5
Page6 Cooking, Eating and Drinking Resource Guide - December 2010
Section one
The Benefits of Including Students
in Cooking Tasks:
Involving students in cooking has many benefits apart from the obvious end outcome.
Many areas of a typical school curriculum can be addressed through the simple task
of cooking and food preparation. For example following directions, using the oven
and cleaning allow students to practise , daily living skills. Reading a recipe provides
opportunities to practise literacy and maths skills. Completing all the directions in a
recipe involves reading comprehension and practises the daily living skills of doing
the tasks in the correct sequence. Opening jars, decorating a cake, or kneading
dough provides opportunities for improving fine motor skills. Identifying and reading
temperatures, counting how many pieces are needed, and setting a timer all require
numeracy skills. Language development can also be incorporated by talking about what
is happening, who likes what foods and using new vocabulary etc. Including cooking,
eating and drinking into a students curriculum can allow students to work on a wide
range of goals while simultaneously building their independence and self-confidence.
Safety in the Kitchen
It is important to ensure a student is always safe in the kitchen while engaged in cooking,
eating and drinking tasks. This will depend on the individual student’s abilities and the
task that is being performed. Some tasks, for example slicing and cutting, are hazardous
in nature and constant supervision may be required. It may be that certain tasks are
deemed too hazardous for a student to safely perform and therefore modifying the
activity may be appropriate e.g. cutting the food up by an assistant for the student to be
able to mix in a bowl.
Here are some useful tips to keep in mind when carrying out tasks in the kitchen:
•
Keep oven mitts and/or hot pads close at hand.
•
Pull out the oven rack; do not reach into the oven. Always pull out the rack before
getting food to place in the oven, or to rotate, or remove food.
•
Double handled pots allow better control when moving food.
•
Long handled ladles are good for serving to keep hands away from hot foods.
•
Encourage the student to ask for help if required.
•
Do not hesitate to ask for help when you need it.
•
Keep knives sharp. If required, use a guard to stabilise the food instead of fingers.
•
Wait for hot water in saucepans to cool down before emptying.
•
Use the protective aids listed in this guide, e.g. oven rack guards, silicon oven mitts,
oven push/pull.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 7
Principles of Energy Conservation
Energy conservation is reducing effort and conserving energy in order to reduce fatigue.
This can be achieved by considering some of the following:
Planning Ahead:
•
Read a recipe from start to finish, thus minimising the amount
of bowls and utensils used.
•
Sit down if required, rather than standing.
•
Use the correct equipment to make the job easier, e.g. use a
processor to grate cheese if doing a large amount.
•
Store equipment in easily accessible places.
•
If required, break down the job into smaller steps (task
breakdown).
•
Prepare large batches of food and freeze for later.
Balance activity with rest periods:
•
Try to limit the time an activity takes – i.e. usually no more than 30mins.
•
Have a rest after the activity, eg. leave the kitchen to rest and then return later to
clean up.
Avoid stress and rushing. Frustration and irritation increases fatigue. Go slowly and
steadily as rushing may lead to mistakes and accidents which require extra energy to
clean up or resolve, not to mention potential for injury.
It is important to remember that students with conditions involving jerky, uncontrolled
movements such as dyskinetic cerebral palsy often have an increase in symptoms if they
are tired or stressed. Try to plan tasks that might be challenging for the beginning of the
day rather than the end when the student may be tiring. Another important aspect of
reducing the effects of fatigue is ensuring correct positioning (see next page).
Principles of Work Simplification
These tips will help to make daily activities safer and easier:
•
Cut down on unnecessary movements e.g. planning what ingredients need to be
collected from the fridge to make a sandwich, and collecting them in the one go.
•
Slide objects along the bench instead of lifting.
•
Work at a good pace and rhythm without rushing.
•
Avoid over-reaching and stretching.
•
Ensure bench heights are suitable i.e. bench should be approx height of bent elbow
to avoid stooping or reaching up to a bench top.
•
Store most frequently used items between knee and shoulder level.
•
Use a stool if appropriate.
•
Use suitable assistive technology - correct equipment can improve independence
and help make a task easier.
Page8 Cooking, Eating and Drinking Resource Guide - December 2010
Positioning
Good posture while eating and drinking is essential. A stable upright and well-aligned
position allows more energy and effort to be concentrated upon the actual process of
eating, drinking and swallowing. Anyone who eats or drinks in an awkward position can
become at risk of inhaling food and/or fluid, or even choking.
Eating in a comfortable, stable position encourages better coordination of the muscles
used to bite, chew, swallow and breathe. Food preparation tasks are also easier and
safer when the student is in a stable, supported position.
Adequate time should be taken to ensure individuals are positioned optimally and that
any specialised equipment or adapted utensils are used correctly.
Guidelines for optimal positioning at mealtimes and when performing tasks (if not
able to stand):
•
Upright, straight body alignment with shoulders level, slightly forward and over hips
•
Bottom and hips well back into the chair to provide a stable base for the trunk (eg
use of pelvic strap)
•
Knees at around 90 degrees and comfortably apart (eg a pommel or padded wedge
or block may be needed to help separate the knees)
•
Feet comfortably apart and resting on the floor or a support where possible (eg
footstool or footplates on a wheelchair or highchair)
•
Head centred over the shoulders with an elongated neck, in a relaxed, upright and
slightly chin-tuck position (remember head back will open the airway and swallowing
is extremely difficult and unsafe)
•
Shoulder straps, chest harness can provide added support where advised
•
Head and neck positioning can be assisted by a well positioned head rest or even
the use of a rolled towel, small cushion or even a neck brace (where advised)
•
Arms forward on the table or tray
•
Where possible students should be encouraged to move slightly forward towards
the food, spoon, or drink as this is part of the normal active process for eating or
drinking. Often a small wedge cushion or angled seat base can assist with this for
students who have better trunk control and more active movement. For students who
are unable to do this, ensure positioning is optimal and head on neck alignment is
suitable for swallowing (e.g. elongated neck and slight chin tuck).
Refer to the individual’s oral eating and drinking care plan for specific information
documenting individual care needs. Always consult the occupational therapist and
physiotherapist for further advice on positioning. This information was sourced from the
Novita website (www.novita.org.au).
Cooking, Eating and Drinking Resource Guide - December 2010
Page 9
The pictures below can be used to quickly identify if a student has correct positioning in
a wheelchair.
✔ Hips in level position
✔ Even Posture
✔ Even Posture
✗ Hips leaning one way
✗ Bottom not back far enough
✗ Uneven knees
✗ Upholstery Sagging
✗ Knees splaying outwards
Images sourced from www.rah.sa.gov.au
For further information about the equipment in this manual and other equipment, please
contact the Independent Living Centre WA.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 10
Section two
Activity/task guide
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Built up/large grips
on knives
These are useful for students who
have difficulty grasping standard
handles, e.g. joint deformities,
weak grasp, spasticity,
contractures.
Supergrip Rocker
Knife
Combination knife/
forks/spoons
These all-in-one pieces of cutlery
can be useful for a student with
functional use of one arm only,
e.g. hemiplegia, amputee.
Etac Light
Combination Cutlery/
Kombi Knife/Fork
Eating
Cutting up food
Homecraft Queens
Rocker/Angled Knife
Page11 Weighted/light
weighted
Light weight cutlery is useful for
people who may fatigue very
easily and weighted cutlery can
be useful for people who may
have a tremor of the hands and
arms. NB. Caution needs to be
exercised to ensure weighted
cutlery does not increase tremor
for other activities.
Etac Light Cutlery
(with thick handle)
Ergonomic style
handles
Knives that have an ‘L’ shape or
are perpendicular to the blade.
These are useful for people who
are unable to rotate (pronate/
supinate) their forearm to hold
a standard knife. The position
allows for the larger muscles of
the shoulders to perform the task
of cutting or slicing. This can be
useful for conditions causing
muscle weakness.
Etac Relieve Folding
Angled Knife
Cooking, Eating and Drinking Resource Guide - December 2010
Contoured Handles These can be useful for people
who are not able to obtain a good
grip on standard knife handles.
Students with limited fine motor
skills may find these useful.
North Coast Comfort
Grip Knife
Junior Caring Knife
Rocker style
blades
These allow cutting by using a
rocking motion of the whole arm,
which may benefit people who
have reduced grip strength.
Supergrip Rocker
Knife
Amefa Universal Knife
Placing Food
onto a Spoon
or Fork
Children’s knives
There are children’s knives
available that are blunt and do
not puncture or cut the skin.
They use a sawing motion to cut
through food. This can be useful
for someone with an intellectual
disability, or physical disability
such as ataxia (uncontrolled
movement) where safety is a
factor.
Built up grips on
Forks and Spoons
See above
Weighted/Light
Weighted Forks
and Spoons
See above
Cooking, Eating and Drinking Resource Guide - December 2010
Oxo Goodgrips Spoon
Page 12
Placing Food
onto a Spoon
or Fork
Junior spoons/
feeding spoons
There are many junior spoons
with moulded grips and small
‘bowls’ for use by children with
small hands. Feeding spoons
with long handles are available
if the child is not able to feed
themselves.
Junior Caring Spoon
Etac Feed Feeding
Spoon
Swivel Spoons
and Forks
These are useful for children
who have limited range of
movement and/or ataxia, ataxia
that prevents bringing a spoon
up to the mouth without the food
spilling. The ‘bowl’ stays level as
it is raised to the mouth.
Angled and
Bendable Spoons
and Forks
Some spoons and forks are
Homecraft Angled
available with a fixed bend in the
Lightweight Spoon
neck of the spoon so that children
with limited range of movement
can bring the utensil up to the
mouth. Some have a pliable neck
so that it can be adjusted as
required.
North Coast Plastic
Handle Swivel Spoon
Etac Light Angled
Spoons
Curved or Angled
Angled handles can be beneficial
Handles on Spoons for children with limited grip
or Forks
due to muscle weakness
and spasticity, and can also
be beneficial for children with
reduced range of movement of
the shoulders, elbow and wrist.
Caring Angled Spoon
Amefa Spoon
Extended Handles
Page13 Extra long handles are available
for students who have difficulty
lifting the hand up to the mouth,
and are unable to compensate by
lowering the upper body/head to
the plate.
North Coast Extended
Utensils/Spoon
Cooking, Eating and Drinking Resource Guide - December 2010
Placing Food
onto a Spoon
or Fork
Plastic Coated
Foam tubing
Using Cutlery
Handle Orthoses
to assist with
eating
Spoons covered in a soft plastic
coating to protect the gums
and lips. These may be useful
for students with spasticity or
uncontrolled hand movements.
North Coast Plastic
Coated Spoon
Foam tubing such as Plastazote
and Bradflex can be used to
increase the handle diameter of
cutlery to provide a built up grip.
Plastazote can be moulded to
the hands contours with heat.
Plastazote and Bradflex are
dishwasher safe and do not
absorb water. Bradflex cannot be
moulded and is a softer foam.
Plastazote
NorthCoast Bradflex
Cylindrical Foam
Using modified
Plates with a
bowls and plates raised lip
to assist with
eating
Plates with a raised lip allow the
student to push food onto a fork
or spoon. This could be useful
for students with movement
disorders such as ataxia, vision
impairment, hemiplegia and
amputation.
Etac Tasty Plate with
Raised Edge
Some plates and bowls have
only one side raised which allows
better access to the food with the
hand and forearm.
Plates with a
recessed channel
This can be useful for vision
impairment as food can be
pushed into the channel for
loading onto a spoon or fork.
Plates with a non
slip coating on the
underside, suction
cups and Non Slip
Matting
Students with reduced motor
North Coast Scooper
control such as ataxia, or tremor, Bowl
can find slip resistant materials
under a plate provide greater
control at mealtimes.
Cooking, Eating and Drinking Resource Guide - December 2010
Campbell Adams –
Adams Plate
Page 14
Using modified
bowls and plates
to assist with
eating
Plates with a non
slip coating on the
underside, suction
cups and Non Slip
Matting
Students with reduced motor
control such as ataxia, or tremor,
can find slip resistant materials
under a plate can provide greater
control at mealtimes.
Dycem Slip Resistant
Mats
Bowls with inner lip See “plates with a raised lip”
Other feeding
equipment
Plate Guards
Guards are available to place onto North Coast SureFit
a standard plate. Generally one
Clear Food Guard
size fits all. This may be sufficient
for a student to be able to load
food onto their spoon or fork.
Palmar cuffs/
utensil holders
Cuffs are available that wrap
around the palm and have an
insert to place a fork or spoon.
These are suitable for students
who may have weak or no grasp.
North Coast
Goodie Strap
The Neater Eater
This is a baseboard with a
mounted arm designed for those
with limited or uncontrolled
movements, weakness, or
no grasp. The persons own
movements are used to move the
spoon from plate to mouth and to
turn the plate.
The Neater Eater
http://www.youtube.com/watch?v=RVjU3jfKHAc
North Coast
Winsford Self
Feeder
A battery powered feeding
device. A wand switch for head
activation, or a plate switch for
foot, arm or other body part
activation is used to operate the
spoon and rotate the plate.
North Coast Winsford
Self Feeder
http://www.youtube.com/watch?v=KZRFj1UZlc&feature=player_embedded
Page15 Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Drinking
Cups and Mugs
Cups with lids
Many cups are available with
lids to prevent spilling the drink.
Students with ataxia may
find this helpful. There are lids
with a spout, hole for a straw
or openings around the entire
perimeter to allow drinking from
any side.
Identites Ergo Mug
Double handled
mugs
Two handles can help to stabilise
the mug. Handles vary in size
and shape and some also have
grooves or notches for extra
control.
Etac Tasty Beaker
Double Handled
Insulated Mug
Nose Cut Out Cups If a student has difficulty with
tipping the head back to drink,
a cup with a cut out space for
the nose could help. These allow
drinking from the cup without the
nose getting in the way.
Spill Proof Cups
There are many spill proof cups
that consist of a valve under the
lid. The valve allows liquid to flow
out only when sucked out.
Cups with grooves
or ergonomic
styles
Some cups have been designed
to allow the hand to fit into it.
This enables the cup to be lifted
without the need for gripping
it. Students with decreased
strength or joint problems may
find this useful.
North Coast Flexi Cut
Cup
Melaware Manoy
Beaker
Other cups have grooves around
them to provide an easier grip.
North Coast
Sure Grip Mug
Cooking, Eating and Drinking Resource Guide - December 2010
Page 16
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Drinking
Cups and Mugs
Mugs with a wide
base
Students with ataxia or tremors
may find a mug with an extra
large base (or weighted) is easier
to control.
Thermos Insulated
Travel Mug
North Coast Two
Handled Mug
Drinking Straws
Backpack
Style Drinking
Systems
Page17 One Way Straws
These straws have a non return
North Coast One Way
valve that allows liquid to be
Straw
sucked up, however when the
student removes their mouth from
the straw, the liquid remains at
the same level. This can be useful
for people who cannot draw fluid
easily.
These systems are secured in
a backpack style vessel with a
drinking tube that is clipped into
place near the mouth. Biting and
sucking the mouthpiece controls
the liquid flow. This may be useful
to students who don’t have the
ability to hold any of the above
cups.
North Coast
Camelbak Drinking
System
Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Opening Cans, Jars and Containers
Can Openers
Locking Can
Openers
These can openers are locked
into place when the two handles
are squeezed together. This
allows one handed operation if
the can is stabilised (for example
in a clamp). It can also be useful
for students who have a weak
grip and are unable to maintain
the grip required for standard can
openers that do not lock.
Large Turning
Knobs
Many can openers are available
Tupperware Can
with a large turning knob or
Opener
handle to assist people with
limited fine motor ability. This
could include spasticity, joint
conditions and even sensory
impairments. Many are designed
so that less effort is required to
squeeze the handles together into
position. This could help students
with weak muscles in the hands
and arms.
Zyliss Lock and Lift
Can Opener
Oxo Goodgrips Hand
Held Can Opener
Electric/Battery
Operated
These can assist students who
may not have the ability to use
any of the above types of can
openers. There are electric hand
held openers which open the can
with minimal fine motor control,
however they can be heavy to
hold. There are also battery
operated ‘no touch’ openers that
also require little effort, however
they require changing
of batteries.
Kambrook Essentials
Electric Can Opener
One Touch Electric
Can Opener
Cooking, Eating and Drinking Resource Guide - December 2010
Page 18
Can Openers
Kenwood Can Opener
Electric
Left Handed
Openers
For students who are left
handed.
Openers that leave
a smooth, safe
edge
If safety is a concern due to a
Tupperware Can
student’s disability, eg ataxia,
Opener – see above.
intellectual, etc there are can
openers that leave a smooth, safe
edge on the tin.
Left Handed Can
Opener
Zyliss Safe Edge Can
Opener
One Handed
Openers
These may benefit a student with
functional use of only one arm
(right or left). These can openers
do not have a turning knob;
rather they operate via squeezing
the handles together to turn the
cutting wheel.
Chef’n Squeeze One
Handed Can Opener
Openers for Ring
Pull Cans
These can be used with either
right or left hand and are useful
for students with fine motor
difficulties. They consist of a
curved tapered end that slides
under the ring pull and a lever
that peels the lid open when
pressure is applied.
Culinare Magipull Ring
Pull Opener
Ring Pull Can Opener
Page19 Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform
Jar Openers
Equipment
that may help
How equipment
can help
Pictures
Breaking the Seal
of a New Jar
This is an item that levers the
lid up just enough to release the
air seal, making it a little easier
to then remove the lid. Students
with muscle weakness of the
hand may find this useful.
Jar Key Pop Opener
Aids to provide
extra grip to a lid
Many jar openers consist of
an adjustable lid gripper and a
handle that acts as a lever to turn
the lid. This may benefit students
with muscle weakness, but also
ataxia, joint conditions etc.
Dycem Grip-it
Silicon Trivet/Grip Mat
Aids that provide a
grip and a lever, or
built up grip
Many jar openers consist of
Cuisena Jar Opener
something to grip the lid that is
adjustable, and a handle that acts
as a lever to turn the lid. This may
benefit student’s with muscle
weakness, joint conditions etc.
Homecraft Undo It
Jar/Bottle Opener
Zyliss Strongboy 2
Jar/Bottle Opener
Stabilisers for
opening jars and
cans
These are a range of aids that
can help to stabilise a jar or
can by way of clamping it. The
Belliclamp requires force to
maintain a grip on the item (eg.
by leaning on the handle with the
belly, or hip). The Fix Preparation
Board has a clamp that can be
operated with one hand.
Homecraft Belliclamp
Jar and Bottle Holder
Etac Fix Preparation
Board
Cooking, Eating and Drinking Resource Guide - December 2010
Page 20
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
There are many different kitchen
shears and scissors available
with a spring to assist in opening
them. This may benefit students
with a muscle imbalance of
the hand, or where a knife is not
suitable.
Stirex Kitchen Shears
Slicing and Cutting Food
Shears
Dreamfarm Scizza
Kitchen Scissors
Knives with an
alternative handle
grip
These are knives with a handle
Stirex Knives
that allows a neutral wrist
position. This means that less
strain is placed through this
joint. It also allows for a sawing
movement using larger muscles
of the shoulder. Students who
have limited range of movement
of the hand (supination/
pronation) may find these
handles easier to grasp.
Homecraft Reflex
Knives
Page21 Knives that are
secured to a board
Boards are available with a knife
attached at the tip to allow a
more controlled slicing action.
This could be useful for students
with ataxia, or with the use of
one arm only.
Mrs Savage Read At
Ease Chopping Board
with Knife
Guards to protect
the fingers
A guard might be useful for a
student who may be unsafe with
a knife as a result of ataxia or
cognitive factors such as poor
safety awareness.
Evriholder Safe Slice
Knife Guard
Knives with a
serrated blade and
built up handles
Some knives have a serrated
blade that could make some
cutting tasks easier. The built
up handle could be useful for
students with spasticity or weak
grips.
Oxo Goodgrips Utility
Knife
Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Knives with two
handles
These knives may provide
more control for students with
weakness as both hands can do
the work. It may also improve
safety as both hands are away
from the blade.
Mincing Knife
Slicers/Mandolins
These are devices with a very
sharp fixed blade. These may be
useful for student’s who can’t
operate a standard knife. As they
can be very dangerous, a guard
should always used with these,
and with adult supervision only.
Tupperware Bake to
Basics Slicer System
Guides to aid
cutting and other
devices to assist
chopping
Guides aid with slicing in one
direction. These may help if a
student has limited control and
are unable to slice evenly. There
are different styles of choppers
available. Some require pushing
a plunger style shaft downwards
whilst some require pressing two
surfaces together. These can
reduce the amount of dexterity
and time to prepare food.
Etac Cut Cutting Aid
Oxo Good Grips
Chopper
The Alligator Chopper
Cooking, Eating and Drinking Resource Guide - December 2010
Page 22
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Peeling, Grating and other preparation tasks
There are many types of peelers Chef’n Palm Peeler
available including ones with
built up grips, Y shaped peelers
that may allow an easier
movement to peel, and ones that
are fitted into the palm requiring
little grip.
There are many vertical or
horizontal graters that have
built up grip handles and/or
containers to catch the food.
Drum/rotary graters require a
handle to be turned to grate
cheese.
Culinare Super
Safe Peeler
Oxo Good Grips
Swivel Peeler
Veggie Twister
Zyliss Rotary
Cheese Grater
Page23 Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Equipment to help stabilise food and items
Spiked Cutting
Boards
These are boards with spikes
Mrs Savage Read
that are used to stabilise food for at Ease Spiked
cutting or peeling. Students who Cutting Board
may only have functional use of
one arm may find this useful.
Some boards come with a right
angle profile that can help with
spreading a slice of bread.
Boards with a
clamp
The clamp on these boards can
be used for multiple purposes
such as stabilising bread for
slicing, stabilising a jar or can
for opening one handed, or a
mixing bowl.
Non Slip Matting/
Surfaces
These mats are slip resistant and Dycem Slip
come in a range of sizes and
Resistant Mats
shapes. Placing a mat under a
board, plate or jar can provide
extra control over the task. This
could be useful for students with
tremor, ataxia, or who have the
use of one hand only.
Etac Fix
Preparation Board
The Sticky Bowl (second picture) Earthentic Sticky
can be fitted to most bowls to
Bowl
allow for one handed stirring,
eating etc.
There are many bowls and plates
that come with a non-slip base.
These provide extra stability for
the person using them.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 24
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Pouring a Drink
Tippers
These tippers are designed for
kettles, however a water jug
may also be used allowing a
student with tremor or muscle
weakness to independently
pour liquid into a cup.
Homecraft
Cordless Kettle
Tipper
Liquid Level
Indicators
These can help students with a
vision impairment to safely pour
a drink to the correct level.
Association for
the Blind Vibrating
Two Level Liquid
Indicator
Various Items to Help With Cooking and Baking
Weighing Food
Talking kitchen scales may
assist students with a vision
impairment.
Using the Oven
There are items that can be used Oven Push Pull
to make using the oven and
working with heat safer.
E.g.: long silicon gloves can
withstand high temperatures,
silicon oven rack guards protect
the hands when reaching into
the oven, and a push pull stick
increases safety when handling
oven racks.
Vox3000 Talking
Kitchen Scale
Mastrad Orka
Silicone Oven Mitt
Silicone Oven
Guards
Cooking, Eating and Drinking Resource Guide - December 2010
Page 25
Task to Perform
Equipment
that may help
Stirring and mixing
cakes, batter,
salads etc
How equipment
can help
Pictures
Using a mixing bowl with a
Mastrad Mixing
non slip base can make this
Bowl and Lid
task easier. The Mastrad bowl
(pictured) is useful as it features
a base that allows the contents
to be viewed easily by a student
using a wheelchair. The base can
also act as a lid.
The Etac Fix Preparation Board
can also be used to stabilise a
bowl for one handed mixing (See
page 31).
Built up grips for
utensils
These can be useful for students
who have fine motor difficulties.
Oxo Goodgrips
Square Turner and
Spoon
Oxo Goodgrips
Whisk
Cooking/Steaming
Vegetables
Lifting a pot full of hot water can
be very difficult and dangerous.
Options such as the Vebo
steamer or using a lightweight
microwave container can be a
better option.
Timer
A simple timer can help to
ensure food is not forgotten in
the oven or on the stove. There
are many digital timers available
that feature easy to use buttons
with large displays.
Cooking, Eating and Drinking Resource Guide - December 2010
Dreamfarm Vebo
Vegetable Steamer
Page 26
Task to Perform
Equipment
that may help
How equipment
can help
Pictures
Straining
vegetables/pasta
from pot
This may be a difficult task due
Inducta Pastasi
to the weight of the pot and the
Saucepan and Lid
boiling water. Other methods,
such as using a steamer/strainer,
may be preferable. If the student
has sufficient strength and
control they may be able to use
a pot with a locking lid/strainer.
These pots allow both hands to
hold and control the pot without
the need to hold a strainer at the
same time.
Thermomix
This is an electrical appliance
Vorwerk
that consists of steel blades and Thermomix TM31
a stainless steel bowl. It can
chop, beat, mix, whip, grind,
knead, mince, grate, juice,
blend, heat, cook, stir, steam
and weigh food. It can be useful
for students with a wide range
of disability, from low vision,
reduced fine motor control, and
general fatigue.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 27
Appendix A
Cooking, eating and drinking equipment kit available at the
independent living centre wa for hire
Knives
Good Grips Youth spoon
Nelson Knife (Queens Handle)
Good Grips souper spoon
Etac Combi Knife (right and left)
Plastic Handle Swivel Soup Spoon
Caring Knife
Amefa universal Knife
Good Grips Rocker Knife (weighted)
Good Grips Rocker Knife (unweighted)
Supergrip Rocker Knife
Supergrip Knife
Etac Light Cutlery Thick Handle – serrated
knife
Forks
Supergrip Bendable Fork
Supergrip Fork
Etac Fork with thin handle
Etac Fork with Thick Handle
Etac Feeding Fork
Amefa Left hand Fork
Etac Relieve Adjustable Knife
Amefa Right Hand Fork
Junior Caring Knife
Comfort Grip Fork
Comfort Grip Knife
Junior Caring Fork
Melaware Rocker Knife
Caring Fork
Northcoast Rocking T knife
Good Grips Fork
Good Grips Spreader Knife
Right Angle Utensil Pocket
Spoons
Can Openers
Etac Feed Spoon with strap (left and right)
Chef’n Squeeze One Handed Can
Etac Angled Spoons (left and right)
Cuisipro Roll Edge Can Opener
Caring Spoon Straight
Zyliss Lock and Lift Can opener
Amefa Left Hand Spoon
Zyliss Safe Edge Can Opener
Amefa Right hand Spoon
Good Grips Tablespoon
Plastic Handle Swivel Teaspoon
Junior Caring Spoon
Jar Openers
Jarkey Jar Opener
Zyliss Strongboy2 Jar Opener
Etac Feeding Spoon
Caring angled spoon
Comfort Grip Teaspoon
Comfort Grip Tablespoon
North Coast Extended Spoon
Cooking, Eating and Drinking Resource Guide - December 2010
Page 28
Slicing, Peeling, Grating
and Cutting Food
Dreamfarm Scizzas
Etac Cutting Aid
Etac Relieve Cheese slicer
Mrs Savage Chopping Board with Knife
Stirex Kitchen Shears
Reflex Angled Small Knife 5” prep knife
Stirex Knife (chef’s knife) 8”
The Alligator
The Mini Alligator
Good Grips peeler – swivel
Vegetable peeler (metal)
Zyliss Cheese Slice Dialer
Dalson Comfort Grip peeler
Plates, Bowls and Plate Guards
Bristile China lip plate
Ergo Plate
Ableware Scooper Bowl
Gripware High Sided Dish/Cutout
Munchee Mug
Cuisipro Bowl Grip
Etac Tasty Plate with Raised Edge
Gripware High Sided Dish Regular
SureFit Clear Food Guard
Orthoses and adapted grips
Plastazote Tubing 6x19mm
Plastazote Tubing 9x32mm
North Coast Goodie Strap
Plastazote Tubing
Zyliss “all cheese” grater
Veggie Twister
Kitchen Utensils and Containers
Evriholder Safe Slice Knife Guard
Vebo strainer
Davis &Waddell Mezzuluna and Board
Inducta 20cm Pastasi Locking Lid Pot
Stabilising Equipment
Homecraft Plastic SpreadBoard
Sticky Bowl
Oxo Goodgrips Whisk
Talking Kitchen Scales
Microwave Rice Cooker
Etac Fix Preparation Board
Kitchen Craft non stick saucepan (for
microwaves)
Dycem Rectangle Mat Small
Oxo Goodgrips Square Nylon Turner
Dycem Rect Mat 320x250mm
Two level Liquid Indicator
Kettle Tipper
Oven Push Pull
Spiked Cutting Board
Mastrad Mixing Bowl
Small Household Appliances/
Miscellaneous
Vorwerk Thermomix TM31
Davis &Waddell Perfect Poach
Kitchen Craft digital display timer
Simmer Mat
Cooking, Eating and Drinking Resource Guide - December 2010
Page 29
Protective Equipment
Orka Silicon Oven Mitt
Silicon Oven Guard Set of 2
Cups and Mugs
Feeding Cup – adjustable spout
Homecraft Two Handled Mug
North Coast One Way Straw
Etac Tasty Beaker Complete (with lid)
Mug Double Handled Insulated (with lid)
Ergo Cup
Plastic Cup with snorkel lid
Spill Proof Kennedy Cup
Sure Grip Mug
FlexiCut Cups
Provale Cup
Please contact the Independent Living
Centre WA on 1300 885 886 for further
information on the above equipment or
for supplier details.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 30
Appendix B
Glossary
Amputee A person who was born with the absence, or required surgical removal of all or part of a limb.
Aspiration Where food or liquid passes into the wind-pipe and lungs.
Ataxia Inability to balance, that may affect walking, talking,
hand use and speech.
Athetoid
Abnormal, involuntary (uncontrolled) movements, with increased
muscle tone (tension) involving limbs, face and trunk and slower,
writhing movements.
Cerebral Palsy
A general term for a group of disabling conditions caused by damage to the brain in early life during the period of brain development. The brain damage affects muscle control, which in turn affects posture and movement, causing problems such as weakness, spasticity or difficulties with balance and coordination.
Contracture (Hand) Shortness of tendon, muscle or skin resulting in limited movement of a joint.
Deformity
Abnormal position of any part of the body due to shortening of the muscles and tendons. Deformities may be fixed or may change to different positions.
Dysphagia
A weakness and/or lack of co-ordination of muscles that causes difficulty with chewing and swallowing food and fluids.
Dyspraxia
Difficulty in smoothly co-ordinating muscles, for example, verbal dyspraxia involves poor co-ordination of the muscles that
produce speech.
Dystonic (movement)Abnormal, involuntary movements, with increased
/Tremor
muscle tone involving limbs, face and trunk.
Fatigue
Tiredness during prolonged physical or mental activity.
Fine motor skills
The ability to use hands and fingers, for example, reaching for, picking up, holding and exploring objects with the hands, using
a pencil or other writing tools, using scissors, managing zips, buttons and shoelaces.
Gross grasp Large grasp using whole hand.
Hearing impairment Where a person’s ability to hear is damaged or absent.
Hemiplegia
Paralysis affecting one side of the body.
Hypertonic
Increased muscle tone.
Hypotonic
Lower than normal muscle tone, involving excessive ease or
range of movement around joints.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 31
Quick Reference Guide and Glossary cont.
Intellectual disability An intellectual level significantly below average
(assessed IQ less than 70), occurring before the age of 18 years.
This must be combined with related limitations in two or more
of the following areas: communication, self-care, home living,
social skills, community awareness, self-direction, health and
safety, functional academics, leisure & work.
Involuntary release
Letting go of an object when not wanting to.
Muscular Dystrophy A genetically based condition that results in gradually increasing
muscle weakness.
One Handed
Functional use of one arm and hand only.
Paralysis
Loss of power or voluntary movement in a muscle through injury
or disease of its nerve supply.
Positioning
Changing the posture of a person to improve their function and
health and to prevent deformities.
Pronation
Turning of the forearm and hand so that the palm faces down.
Range of Movement
The extent to which a joint can be moved through the arc of a
circle. Range of movement is determined by a number of factors,
including the shape of the joint’s bony surfaces, the length of its
ligaments, and the elasticity of its connective tissue. Muscle
contractions and gravity are the main forces which can both
cause and resist joint movements.
Spasticity
The increased stiffness or ‘muscle tone’ experienced by children
with cerebral palsy. Muscle spasm can often be felt when such
a child’s limbs are moved. The limbs are hard to bend or
straighten because of the spasticity of the muscles. The doctor
usually finds increased tendon jerks in a child with spasticity.
Supination
Turning of the forearm and hand so that the palm faces up.
Tremor
A tremor is an involuntary, somewhat rhythmic, muscle
contraction and relaxation involving to-and-fro movements
(oscillations or twitching) of one or more body parts. It is the most
common of all involuntary movements and can affect the hands,
arms, eyes, face, head, vocal cords, trunk, and legs.
Vision Impairment
any diagnosed condition of the eye or visual system that impacts
on access to learning.
Cooking, Eating and Drinking Resource Guide - December 2010
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Appendix C
Recipe Examples
Cooking, Eating and Drinking Resource Guide - December 2010
Page 33
Vegemite Sandwich
Ingredients
2 slices of bread (wholemeal preferably)
Butter
Vegemite
Steps
Equipment that might help
1. Put bread on a plate or board.
2. Open butter lid.
3. Spread some butter on knife.
If unable to grip regular knife – try
Supergrip Rocker Knife, Amefa Universal
Knife, Good Grips Spreader Knife.
4. Spread on bread.
If unable to stabilise bread – try Mrs
Savage Read at Ease Spiked Cutting
Board, Homecraft Plastic SpreadBoard
5. Open Vegemite Jar
If unable to open lid – try Dycem Grip-it,
Cuisena Jar Opener, Zyliss Strongboy2.
6. Spread some vegemite on knife.
As above.
7. Spread on bread.
As above.
8. Put bread together.
9. Use knife to cut into small pieces.
Use knives above, or if unable – try Mrs
Savage Chopping Board with Knife,
Dreamfarm Scizzas, Davis &Waddell
Mezzuluna
10. Place on plate and enjoy!
Cooking, Eating and Drinking Resource Guide - December 2010
Page 34
Blueberry Muffins
Ingredients
2 cups self-raising flour
1/2 cup caster sugar
2 eggs
1/3 cup vegetable oil
1 cup sour cream
1 cup fresh or frozen blueberries
Steps
Equipment that might help
1. Preheat oven to 180 degrees celcius
2. Measure out ingredients and place all
If unable to stabilise bowl, or see into bowl
into bowl, except for blueberries (if a vision – try the Mastrad Mixing Bowl, sticky bowl,
impairment, convert cups into grams and
or Etac Fix Preparation Board.
use talking scales)
If unable to lift the measuring jug, try a jug
placed into the Kettle Tipper. This may
have to be placed onto a higher platform
for clearance of the mixing bowl.
3. Mix the ingredients until just combined.
If unable to hold a wooden spoon – try a
stirrer or whisk such as the Good Grips
brand.
4. Pour in the blueberries and combine.
As above.
5. Spoon mixture into muffin cases.
If unable to grasp a regular spoon – try the
Good Grips Souper spoon, or try a jug with
a spout.
6. Place into oven and bake for 25mins.
If muffin tin is too heavy – try a silicon tray.
If safety is a concern – try the silicon oven
guards, silicon oven mitts.
7. Remove from oven, take out muffins
and place onto wire rack. Enjoy!
Cooking, Eating and Drinking Resource Guide - December 2010
Page 35
Nachos
Ingredients
400g tin whole tomatoes, strained
1 cup corn kernels (tin or fresh)
400g tin kidney beans, strained
∏ teaspoon cumin, ground
1 teaspoon paprika, ground
1 teaspoon onion flakes
1-2 rashes bacon, rind removed and diced
1-2 cups mozzarella
1 bag corn chips
Steps
Equipment that might help
1. Place corn chips onto an oven safe
plate/dish and preheat oven to 200’C.
2. Slice bacon and fry in frypan.
If unable – try the various knives listed on
page 21, The Alligator, or have an assistant
do this task. If unable to lift the saucepan,
try cooking the bacon in the Microwave
Saucepan.
If unable to hold a regular spatula – try the
Oxo Goodgrips Square Nylon Turner.
3. Open tins of corn, tomatoes and beans.
If unable – try the Chef’n Squeeze One
Handed Can Opener, Cuisipro Roll Edge
Can Opener, Zyliss Lock and Lift Can
opener, Zyliss Safe Edge Can Opener.
If the can has a ring pull – try a ring pull
opener.
4. Strain the tins, and place into a large
bowl.
5. Crush a little with clean hands, or a
potato masher. Add spices.
6. With a large slotted spoon, spoon
mixture onto the corn chips.
7. Grate cheese
If unable to use a regular grater – try Zyliss
“all cheese” grater, or slice using the Etac
Relieve Cheese slicer, Zyliss Cheese Slice
Dialer.
8. Place cheese over sauce and place into
oven and bake for 15-20mins until cheese
has melted.
If safety is a concern – try the silicon oven
guards, silicon oven mitts.
Cooking, Eating and Drinking Resource Guide - December 2010
Page 36
Salsa Salad
Ingredients
Red and Yellow Capsicum
Avocado
Carrot
Cucumber
Radish
Steps
Equipment that might help
1. Cut capsicums into four flat sides
Try knives listed. If need to stabilise, try
the Etac Fix Preparation Board. If safety
is a concern whilst slicing – try using the
Evriholder Safe Slice Knife Guard.
2. Place capsicum sides, one at a time
into The Alligator (large) and push down.
*keeping fingers and hands flat*.
3. Repeat for the remaining capsicum.
4. Slice avocado into slices, and then
place into The Alligator to achieve cubes
of the same size as the capsicum.
5. Cut the carrot, cucumber and radish into
a size that will fit into the Veggie Twister.
Using a twisting action, operate the twister
so that long spirals of vegetables are
produced.
If unable, an assistant could help, or
use other slicing, peeling, cutting aids
that might be easier. Eg. Mrs Savages
Chopping Board with Knife, Mezzuluna
etc.
6. Mix all of the spirals together, and if
desired add to the cubed veggies for an
interesting and fun salad!
Cooking, Eating and Drinking Resource Guide - December 2010
Page 37
Appendix D
Useful Resources
www.yourspecialchef.com – features step by step recipes with pictures.
http://www.fruitnvegweek.health.wa.gov.au/about/index.asp - healthy, simple recipes
http://www.kidspot.com.au – healthy simple recipes.
http://itunes.apple.com/us/app/id374473999?mt=8
– The Photo Cookbook – Quick and Easy
There are many apps that can be downloaded onto an iPad, iPhone or iTouch that have
children’s recipes and step by step instructions.
http://www.novitatech.org.au/ - contains lots of information about eating and drinking.
Easy Cook Book Series – A range of large print easy to follow cookbooks.
Nintendo Cooking Guide: Can’t Decide What to Eat for Nintendo DS
Cooking, Eating and Drinking Resource Guide - December 2010
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